esea waiver update principles 1 & 2 state board of education 1 june 6, 2012 penny maccormack...
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ESEA Waiver UpdatePrinciples 1 & 2
State Board of Education
June 6, 2012 Penny MacCormack Ed.D.
NJDOE Assistant Commissioner/Chief Academic Officer
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ESEA Waiver Update
Principle 1: College and Career-Ready Expectations
Adopt college-and career-ready standardsTransition to college-and career-ready
standardsTransition to college-and career- ready
aligned assessments
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Adopt College and Career Ready Standards:
Revised Core Curriculum
Content Standards (K-12)
Adoption of Revised
Standards
Implementation of Revised Curricula
Common Core English Language Arts
June 16, 2010 K- 12 (September 2012 )
Common Core Mathematics
June 16, 2010 K-2 (September 2011)3-5 & High School (Sept. 2012)6-8 (September 2013)
http://www.state.nj.us/education/sca/ccss/timeline.pdf
Common Core State Standards
Adopted by New Jersey June 16, 2010
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Transition to CCSS: Why Model Curriculum?
Common Core State Standards• Fewer, clearer, more rigorous• Internationally benchmarked
Commonness• Leverage state and nation-wide expertise (46
States and DC)• PARCC (23 States and DC)
Continuous improvement• Model 1.0 followed by Model 2.0• Professional Development
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Transition to CCSS: Model Curriculum 1.0 & 2.0
Version 1.0 Version 2.0 Version 1.0
WHAT Students need to Learn
HOW We can best Instruct
WHENdo we know students
have Learned
StandardStudent Learning
ObjectivesInstruction Formative
Assessments Summative/Formative
CCSS Standard 1 SLO #1
SLO #2
• Model Lessons• Model Tasks• Engaging
Instructional Strategies
• Effective checks for understanding
• Teacher designed formative assessments
Unit AssessmentSLOs 1-5
CCSS Standard 2 SLO #3
SLO #4
SLO #5
General Bank of Assessment Items 2.0Student level learning reports - Professional development - Resource reviews
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Transition to CCSS: Model Curriculum Website
SLO Units currently posted on the web- Math Units 1-4- ELA Units 1-3
http://www.state.nj.us/education/sca/
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Transition to CCSS: Students with Disabilities
General and special education teachers, curriculum specialists and child study team members will:
Review content of Student Learning Objectives to identify what students with disabilities and their teachers will need to improve achievement
Develop a model for planning instruction that uses the principles of universal design to identify multiple means of: Presentation of the content Expression of what students have learned Engagement methods for sustaining learner
attention
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Transition to CCSS: ELL Students
Teams of school district personnel Scaffold student learning objectives for ELLsDetail the language needed to access SLOs
(vocabulary, language forms and conventions, discourse complexity)
Outcome – model exemplar units in ELA for each grade, K-12, across language proficiency levels
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Transition to CCSS: Involving Higher Education
Assist with K-1 formative assessment development
Assist with PARCC assessment items and cut scores
Increase focus on CCSS in teacher preparation programs
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Transition to CCSS: Professional Development
Develop an innovative professional development system:
CCSS content rigorCCSS pedagogyLeveraging TechnologyMeasures of success Teachers and AdministratorsOn-going
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Transition to CCSS: High School
Goal = Ready for credit bearing college courses
Early Intervention (K-8) High School courses aligned to CCSSPARCC EOC assessments (ELA & Math)Other EOCs (Science & Social Studies)Partnership with Higher Education (cut
scores)
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Transition to College and Career Ready Assessment:
NJASK Transition Timeline
Spring 2012
NJ ASK Aligned to
NJCCCS
Spring 2013
NJ ASK
Aligned to the CCSS
Spring 2014
NJ ASK
Aligned to the CCSS
SY 2014-15
Full administration
of PARCC assessments
“Transitional Assessments”
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Transition to College and Career Ready Assessment:
PARCC
K-2 3-8 High School
K-2 formative assessment being
developed, aligned
to the PARCC system
Timely student achievement data showing students,
parents and educators whether ALL students
are on-track to college and career
readiness
ONGOING STUDENT SUPPORTS/INTERVENTIONS
College readiness score to identify who is
ready for college-
level coursework
SUCCESS IN FIRST-YEAR,
CREDIT-BEARING,
POSTSECONDARY COURSEWORK
Targeted interventions & supports:
•12th-grade bridge courses• PD for educators
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ESEA Waiver Update
Principle 2: State-Developed Differentiated Recognition, Accountability, and Support
Differentiated accountability and support in Priority and Focus Schools
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Differentiated Accountability and Support: Regional Achievement Centers (RACs)
Through New Jersey’s waiver from provisions of the Elementary and Secondary Education Act (ESEA), the Department of Education has developed a new school accountability system to replace certain provisions of No Child Left Behind.
RACs represent the Department’s most ambitious, focused effort to date to improve student achievement across the state:
• Shift focus from all schools to low performing schools• Significant resources aligned with proven turnaround
principles• State resources and activities coordinated to support RACs
The Department is undergoing a fundamental shift from a system of primarily oversight and monitoring to service
delivery and support
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RAC Mission Statement:New Jersey’s Regional Achievement Centers, struggling schools, and their districts will partner to set clear goals for student growth, put proven turnaround principles into action, and use data to drive decision-making and accountability. Working together, we will meet our shared goal of closing the achievement gap and preparing all of our students for success in college and career.
Differentiated Accountability and Support: Regional Achievement Centers (RACs)
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Differentiated Accountability and Support: Regional Achievement Centers (RACs)
RAC Guiding Principles:• Partnership: Regional Achievement Centers, Priority
and Focus Schools, and their districts work together.• Research base: School turnaround principles proven
to drive student achievement are put into action.• Support: High impact professional development is
regularly provided to teachers, leaders, and Regional Achievement Center teams. Resources are targeted to support Priority and Focus Schools.
• Accountability: RAC teams, Priority and Focus Schools, and their districts are held directly accountable for results.
18 Identify
schools
Assess needs Quality School Review (QSR) and School Improvement Plan
Implement targeted interventions aligned to proven turnaround principles
8 Turnaround Principles 1. School Leadership: Ensuring that the principal has
the ability to lead the turnaround effort.2. School Climate and Culture: Establishing school
environments with a climate conducive to learning and a culture of high expectations.
3. Effective Instruction: Ensuring teachers utilize research-based effective instruction to meet the needs of all students.
4. Curriculum, Assessment, and Intervention System: Ensuring teachers have the foundational documents and instructional materials needed to teach to the rigorous college and career ready standards that have been adopted.
5. Effective Staffing Practices: Developing the skills to better recruit, retain and develop effective teachers.
6. Enabling the Effective Use of Data: Ensuring school-wide use of data focused on improving teaching and learning, as well as climate and culture.
7. Effective Use of Time: Redesigning time to better meet student needs and increase teacher collaboration focused on improving teaching and learning.
8. Effective Family and Community Engagement: Increasing academically focused family and community engagement.
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Differentiated Accountability and Support: Regional Achievement Centers (RACs)
# Counties # Priority Schools
# Focus Schools
Total Priority &
Focus
1 Morris - Sussex - Warren 0 5 5
2 Bergen - Passaic 6 39 45
3 Essex - Hudson 26 46 72
4 Hunterdon - Mercer - Somerset - Union 15 26 41
5 Middlesex – Monmouth - Ocean 3 30 33
6 Camden - Burlington 24 3 27
7Atlantic - Cape May - Cumberland - Salem
- Gloucester1 34 35
Subject to revision
• Indicates Regional HQ
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RACs website Mission & Guiding Principles Priority and Focus Schools RAC Supports Career Opportunities Turnaround Principles Contact the RACs
http://www.state.nj.us/education/rac/
Differentiated Accountability and Support: Regional Achievement Centers (RACs)
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:
Focus School Differentiated Support
Data Review - Interventions already in place- Sub-group attendance, discipline & academic data- Sub-group support materials-Student schedules (representative sample)- Work to date to increase parent involvement
Differentiated Accountability and Support: Regional Achievement Centers (RACs)
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Focus Schools: SWD
Curriculum aligned to Universal Design for Learning (UDL) principles
Collaborative teaching modelUse of Data for differentiationPD on CCSS and SWD strategies
Differentiated Accountability and Support: Regional Achievement Centers (RACs)
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Differentiated Accountability and Support:
Focus Schools: ELL
Use of research based strategies for ELLsStrategies to improve native language supportStrategies for scaffolding learning to meet
CCSS PD on CCSS and ELL strategies
Executive Directors for Regional
Achievement (7)
RAC Staff Team (# varies by region)
State Turnaround Coaches
State Elementary Literacy Specialist
State Secondary Literacy Specialist
State Mathematics Specialist
State Instructional Specialist
State English Learners Specialist
State Culture & Climate Specialist
State Data Specialist
State Human Capital Specialist
State Intervention/Special Ed Specialist
Project Manager
Executive Directors for Regional Achievement lead RAC teams and work directly
with LEA leadership
State Turnaround Coaches work directly with principals and
ensure interventions are coordinated & cohesive
Content-area specialists partner with school leaders (e.g., data leader) and staff to build capacity in specific
turnaround areas
Project Managers monitor the progress and success of RAC
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Regional Achievement Centers: Expert Educators
Regional Achievement Centers approach
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Student performance
Description Baseline
evaluation of schools the 8 turnaround principles; replaces CAPA
Collaborative plan created by schools, districts, and the RAC staff for specific intervention activities
Clearly defined metrics to measure implementation progress and initial student outcomes on the SIP intervention activities
Student performance on 6-week formative assessments; student performance on NJASK and HSPA
• Turnaround Principle: Quality of Instruction
•QSR Indicator 3.3: Teachers use quality checks for understanding during and at the end of each lesson to inform future instruction.
• Evidence of need:
Less than 50% of teachers observed used quality checks for understanding
Example
Major element
Quality School Review (QSR)
School Improvement Plan (SIP)
School Accountability Management
1 2 3 4
Timing Spring and fall 2012
Aug – Oct 2012 Sept 2012 – ongoing
Ongoing
• SIP intervention activities on indicator:
Targeted PD for teachers on quality checks for understanding (e.g., wait time)
• 50-day review
95% attendance at targeted PD session
50 – 70% of teachers observed used high quality checks for understanding
• 100-day review
70 – 90% of teachers observed used high quality checks for understanding
• Formative assessments:
18 week assessment: 10 point increase from baseline in reading and math
•NJASK:
45% proficiency (4 point increase) in both math and reading in year 1
✓
✓
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